Research Question: How has punishment and discipline in public schools changed over time?
Contributed by:Nathaniel Shaw
Reputable Newspaper Article- NY Times
Berger, J. (2008, July 6). In Schools, How Tight Must Discipline Be? New York Times. Retrieved from http://www.nytimes.com/2008/07/06.
This article mainly focuses on how intense discipline must be for children. Two cases are presented to argue both sides of the discipline issue. In one case, a fourteen year old boy was bullying many other students. One of the parents spoke up and told the school board that she thought this child should be punished somehow. What happened was he was one of the school board representative's son, so he was not disciplined much at all. Bullying is a major issue and the mother argued that it was extremely unfair that her child went to school scared and this bully did not get punished at all. The second case deals with a senior who showed his rear end to his entire graduation class. Many parents were offended and got his diploma withheld. However, this was a teenager's act against the school, his own little rebellion. In other cases mentioned in the article, students get suspended for little things, where other don't get in trouble for major things. The article ends with an important quote about how the intensity of discipline for each crime has not been thought out enough by the school, and "it is at that point."
I really enjoyed reading this article and I was really able to understand how diluted the system is today. Some children are practically thrown in jail for minor offenses, yet in other cases such as bomb threats and bullying, nothing happens to the children. Discipline is an issue that needs to be fixed as soon as possible. We need many school board members to sit down and make a general discipline form that states the consequences. Years earlier, the rules were set and they were followed. Now, there are no SET rules and it is hard for one to follow rules for punishment that don't exist. Also, favoring needs to stop. It doesn't matter if there is a student that no one knows about, or the principal's son, if they commit the same crime, they receive the same punishment. This article relates greatly to my research questions. Many articles I read about discipline years ago show the formality and seriousness of certain crimes. Now reading this article, I can see many severe differences between how discipline once was and how it is now.
This article talks about many ways to effectively discipline students and how they should be punished. There are many different ways given, such as get tough", "more is better", and "finding one powerful trick". This article offers ways for schools to get their act together with many different techniques and different ways to punish students. They go into how things have changed over time as well as how to use discipline and punishment with techniques used in the schools today. This article offers example schools and how they solved certain problems just in case the reader is facing the same issue. Validated practices are given as well along with the roles that must be taken by administrators, parents, teachers and students.
This was a very informative and well written article. It offered so many valuable ways to help curve bad behavior in the schools. I agree with almost all of their options for discipline because they all seem to make sense. I especially agree with "get tough" and "more is better" because they think ahead and also offer no room for any exceptions. Get tough is a very effective practice, where it doesn't necessarily promote social chemistry, but it gets rid of the problems. Also, I do agree that suspending a child just makes them more upset, or it gives them what they want. This is how punishment is enforced today, and that is why there are so many options given because change needs to occur. Way back when, children were hit to show that they shouldn't do it again, and in my opinion, it was effective. However, the new ways involve self-reflection and simple tasks that make the child feel guilty. I agree that instead of simply throwing the child out of school, teachers and administrators must first make the child realize the problem and then deal with it from there. If the student doesn't think what he or she did was wrong, then they must be taught that is was, or else punishment is ineffective.
This article deals with what happened to school discipline over time and just what led to its demise. The author thinks that too many rights have been taken away from the teachers to promote a safe and civil school environment. However, with this environment comes less discipline and less punishment, something that the author doesn't agree with. The author talks about how children nowadays can get away with something like passing a gun to another student and only get suspended for 45 days. She makes a great point when saying that this will land them in jail if they do this out of high school. This gives lots of history and important cases that were decided to change school punishment. The first main case was Tinker v. Des Moines Iowa School District and the second, Goss v. Lopez. These two cases expanded the due-process rights of students and ruled that the principal must give the students a fair process, and jot just suspend them for fighting. Students then took their rights to the next level and realized that they can sue a school official if they do something the student doesn't like. One example was where one student passed out condoms as a bribe for school president, and when he was suspended, he fought the case and sued the school. The author sums up her article by saying "...lawmakers failed to see how they were radically destabilizing traditional relations between adults and children and thus eroding school discipline."
I completely agree with this author. Students have so many rights that they can argue every decision that happens in the schools. What ever happened to if you do something wrong, you get in trouble? I think that not only do students have way too many rights, but I also think that when children were hit across the fingers with rulers, things went more smoothly. Sure, it's not the "right" thing to do, but it taught the children a lesson. Sometimes, as a hyper, button-pushing little kid, the only way to make them understand its wrong is by punishing them. If that means suspending them, hitting them across the knuckles, or making them so a self evaluation, then so be it. Understanding the problems is the first step for the students and punishments now do not that. I think that way back when, when teachers and adults were more powerful, children understood that teachers were in charge and if they got hit, then it was because they did something that was wrong. Now, students take their rights to the next level and decide to see just how far they can push the teacher. I really am able to see how discipline has changed over the past 100 years. Punishment used to be effective and disciplined used to be enforced to a great extent by the teachers. Not, punishment is no longer effective, and discipline has been washed down the drain, a mere memory where students now control their own rules for behavior.
This article talks about what the problems are with educational discipline and punishment in schools and the reasons for them. The author begins by talking about the differences between educational punishment now and in 1950, and she then gets into the many reasons for the difference. Denial, Troubled Students, and legal procedures are some of the reasons detailed in the author's description of how punishment has changed over time. She writes about how now, children look forward to detention and time out of school, no longer making suspension an effective punishment. Legal procedures have required teachers to go through long and puzzling procedures in order to discipline a student. The student's rights come first, making it much harder on the teacher to be as strict. Troubled Students is another big one because some children are labeled "trouble students" that need special attention. Becuase of this special treatment, these children are not punished as severely as others.
I really enjoyed reading this article and I agree with every last bit of information the author gave. One thing that really stood out to me as the fact that modeling has become something that is done less and less. Teachers, adults and parents no longer model the behaviors that are expected of their children. I agree with her argument that the adults are responsible for showing the children what is right, with "integrity, honesty, respect and self-control." I think that all of the points were very thought out. She broke the article down into pieces so that it was much easier for the reader to understand the topic and her argument. I also really enjoyed reading the examples given at the end of the article. Parental involvement, alternative schools and school I.D.'s are proposed ways to improve school discipline in which the author gives examples for each, either how to enforce them or places where they have already been instituted. Her organization of the article is very effective. As said before, her ability to break her argument up into bold, bulleted points allows the reader to better comprehend the major points of school discipline. Her concluding point is one that I agree with to an enormous extent. Teachers, parents and students need to find the relationship that once existed where children respected the adults. Relationships have weakened over the past few decades and in order for discipline to be effective again, they must get stronger. Everyone needs to work together to restore discipline, and if everyone works together to solve such a problem, it can and will be resolved.
ERIC Digest- History of Education
Middleton, J. (2008). The Experience of Corporal Punishment in Schools, 1890-1940. ERIC Digest, EJ787076. History of Education, 37(2), 1-23.
This article deals with corporal punishment between the years 1890 to 1940. Looking at how it was handled as well as its effectiveness, this article uses many autobiographies to show the reader the good and bad side of corporal punishment. The time periods detailed are a long time ago, yet their descriptions greatly show the reader how much discipline and school punishment has changed. It analyzes the differences of how students view corporal punishment and how teachers view corporal punishment. The author then writes about how punishment has been such a "major source of tension between teachers and students" for generations. Corporal Punishment is still in use today in some areas, and it is important to view how it has changed over time.
This was a very interesting article about both corporal punishment and the history of punishment in earlier times. I really enjoyed reading interesting autobiographies about people who were disciplined during that time period and what they thought of such punishment. It was interesting to see different points of view on the same topic because although some people see corporal punishment as effective, others see it as harmful and demeaning. Although I cannot relate to the article directly, I feel as though corporal punishment is a double edged sword. It definitely made the children listen, although encouraging hitting and physical violence is not always the best way to discipline. This article was informative and I learned many things about punishment and discipline in the early years of education. Reading this allows me to compare earlier punishment techniques to ones used now. I think that reading this article gave me the full array of punishments. The other articles talked abot how it changed, one talked about future punishments, and this talked about past punishments. Interesting article and some great viewpoints from people firsthand.
Research Question: How has punishment and discipline in public schools changed over time?
Contributed by: Nathaniel Shaw
Reputable Newspaper Article- NY Times
Berger, J. (2008, July 6). In Schools, How Tight Must Discipline Be? New York Times. Retrieved from http://www.nytimes.com/2008/07/06.
This article mainly focuses on how intense discipline must be for children. Two cases are presented to argue both sides of the discipline issue. In one case, a fourteen year old boy was bullying many other students. One of the parents spoke up and told the school board that she thought this child should be punished somehow. What happened was he was one of the school board representative's son, so he was not disciplined much at all. Bullying is a major issue and the mother argued that it was extremely unfair that her child went to school scared and this bully did not get punished at all. The second case deals with a senior who showed his rear end to his entire graduation class. Many parents were offended and got his diploma withheld. However, this was a teenager's act against the school, his own little rebellion. In other cases mentioned in the article, students get suspended for little things, where other don't get in trouble for major things. The article ends with an important quote about how the intensity of discipline for each crime has not been thought out enough by the school, and "it is at that point."
I really enjoyed reading this article and I was really able to understand how diluted the system is today. Some children are practically thrown in jail for minor offenses, yet in other cases such as bomb threats and bullying, nothing happens to the children. Discipline is an issue that needs to be fixed as soon as possible. We need many school board members to sit down and make a general discipline form that states the consequences. Years earlier, the rules were set and they were followed. Now, there are no SET rules and it is hard for one to follow rules for punishment that don't exist. Also, favoring needs to stop. It doesn't matter if there is a student that no one knows about, or the principal's son, if they commit the same crime, they receive the same punishment. This article relates greatly to my research questions. Many articles I read about discipline years ago show the formality and seriousness of certain crimes. Now reading this article, I can see many severe differences between how discipline once was and how it is now.
Professional Journal- American Association of School Administrators
Horning, R. A schoolwide Approach to Student Discipline. The School Administrator, (February 2000). Retrieved from http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=3860.
This article talks about many ways to effectively discipline students and how they should be punished. There are many different ways given, such as get tough", "more is better", and "finding one powerful trick". This article offers ways for schools to get their act together with many different techniques and different ways to punish students. They go into how things have changed over time as well as how to use discipline and punishment with techniques used in the schools today. This article offers example schools and how they solved certain problems just in case the reader is facing the same issue. Validated practices are given as well along with the roles that must be taken by administrators, parents, teachers and students.
This was a very informative and well written article. It offered so many valuable ways to help curve bad behavior in the schools. I agree with almost all of their options for discipline because they all seem to make sense. I especially agree with "get tough" and "more is better" because they think ahead and also offer no room for any exceptions. Get tough is a very effective practice, where it doesn't necessarily promote social chemistry, but it gets rid of the problems. Also, I do agree that suspending a child just makes them more upset, or it gives them what they want. This is how punishment is enforced today, and that is why there are so many options given because change needs to occur. Way back when, children were hit to show that they shouldn't do it again, and in my opinion, it was effective. However, the new ways involve self-reflection and simple tasks that make the child feel guilty. I agree that instead of simply throwing the child out of school, teachers and administrators must first make the child realize the problem and then deal with it from there. If the student doesn't think what he or she did was wrong, then they must be taught that is was, or else punishment is ineffective.
Editorial/Opinion Essay
Hymowitz, K. S. Who Killed School Discipline? City Journal, 10(2). Retrieved from http://www.city-journal.org/html/10_2_who_killed_school_dis.html.
This article deals with what happened to school discipline over time and just what led to its demise. The author thinks that too many rights have been taken away from the teachers to promote a safe and civil school environment. However, with this environment comes less discipline and less punishment, something that the author doesn't agree with. The author talks about how children nowadays can get away with something like passing a gun to another student and only get suspended for 45 days. She makes a great point when saying that this will land them in jail if they do this out of high school. This gives lots of history and important cases that were decided to change school punishment. The first main case was Tinker v. Des Moines Iowa School District and the second, Goss v. Lopez. These two cases expanded the due-process rights of students and ruled that the principal must give the students a fair process, and jot just suspend them for fighting. Students then took their rights to the next level and realized that they can sue a school official if they do something the student doesn't like. One example was where one student passed out condoms as a bribe for school president, and when he was suspended, he fought the case and sued the school. The author sums up her article by saying "...lawmakers failed to see how they were radically destabilizing traditional relations between adults and children and thus eroding school discipline."
I completely agree with this author. Students have so many rights that they can argue every decision that happens in the schools. What ever happened to if you do something wrong, you get in trouble? I think that not only do students have way too many rights, but I also think that when children were hit across the fingers with rulers, things went more smoothly. Sure, it's not the "right" thing to do, but it taught the children a lesson. Sometimes, as a hyper, button-pushing little kid, the only way to make them understand its wrong is by punishing them. If that means suspending them, hitting them across the knuckles, or making them so a self evaluation, then so be it. Understanding the problems is the first step for the students and punishments now do not that. I think that way back when, when teachers and adults were more powerful, children understood that teachers were in charge and if they got hit, then it was because they did something that was wrong. Now, students take their rights to the next level and decide to see just how far they can push the teacher. I really am able to see how discipline has changed over the past 100 years. Punishment used to be effective and disciplined used to be enforced to a great extent by the teachers. Not, punishment is no longer effective, and discipline has been washed down the drain, a mere memory where students now control their own rules for behavior.
Opinion Essay- Education Guide
Bowen, Sherry H. School Discipline: What Work's and What Doesn't. Retrieved December 7, 2008, from EDU Guide Web Page: http://www.eduguide.org/Parents/ArticleDisplay/tabid/102
This article talks about what the problems are with educational discipline and punishment in schools and the reasons for them. The author begins by talking about the differences between educational punishment now and in 1950, and she then gets into the many reasons for the difference. Denial, Troubled Students, and legal procedures are some of the reasons detailed in the author's description of how punishment has changed over time. She writes about how now, children look forward to detention and time out of school, no longer making suspension an effective punishment. Legal procedures have required teachers to go through long and puzzling procedures in order to discipline a student. The student's rights come first, making it much harder on the teacher to be as strict. Troubled Students is another big one because some children are labeled "trouble students" that need special attention. Becuase of this special treatment, these children are not punished as severely as others.
I really enjoyed reading this article and I agree with every last bit of information the author gave. One thing that really stood out to me as the fact that modeling has become something that is done less and less. Teachers, adults and parents no longer model the behaviors that are expected of their children. I agree with her argument that the adults are responsible for showing the children what is right, with "integrity, honesty, respect and self-control." I think that all of the points were very thought out. She broke the article down into pieces so that it was much easier for the reader to understand the topic and her argument. I also really enjoyed reading the examples given at the end of the article. Parental involvement, alternative schools and school I.D.'s are proposed ways to improve school discipline in which the author gives examples for each, either how to enforce them or places where they have already been instituted. Her organization of the article is very effective. As said before, her ability to break her argument up into bold, bulleted points allows the reader to better comprehend the major points of school discipline. Her concluding point is one that I agree with to an enormous extent. Teachers, parents and students need to find the relationship that once existed where children respected the adults. Relationships have weakened over the past few decades and in order for discipline to be effective again, they must get stronger. Everyone needs to work together to restore discipline, and if everyone works together to solve such a problem, it can and will be resolved.
ERIC Digest- History of Education
Middleton, J. (2008). The Experience of Corporal Punishment in Schools, 1890-1940. ERIC Digest, EJ787076. History of Education, 37(2), 1-23.
This article deals with corporal punishment between the years 1890 to 1940. Looking at how it was handled as well as its effectiveness, this article uses many autobiographies to show the reader the good and bad side of corporal punishment. The time periods detailed are a long time ago, yet their descriptions greatly show the reader how much discipline and school punishment has changed. It analyzes the differences of how students view corporal punishment and how teachers view corporal punishment. The author then writes about how punishment has been such a "major source of tension between teachers and students" for generations. Corporal Punishment is still in use today in some areas, and it is important to view how it has changed over time.
This was a very interesting article about both corporal punishment and the history of punishment in earlier times. I really enjoyed reading interesting autobiographies about people who were disciplined during that time period and what they thought of such punishment. It was interesting to see different points of view on the same topic because although some people see corporal punishment as effective, others see it as harmful and demeaning. Although I cannot relate to the article directly, I feel as though corporal punishment is a double edged sword. It definitely made the children listen, although encouraging hitting and physical violence is not always the best way to discipline. This article was informative and I learned many things about punishment and discipline in the early years of education. Reading this allows me to compare earlier punishment techniques to ones used now. I think that reading this article gave me the full array of punishments. The other articles talked abot how it changed, one talked about future punishments, and this talked about past punishments. Interesting article and some great viewpoints from people firsthand.
EDC 102 F08 Fnl Prj Eval - Nathaniel S